Online Safety PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce practical online safety skills through a structured, ready-to-teach lesson. Pupils learn how to block unwanted contact, report harmful behaviour and stay persistent when something online does not feel right. The lesson also gives pupils language to recognise hurtful behaviour online and practise calm, sensible responses, including speaking to a trusted adult when they need support.
Online Safety, AI & Digital Literacy
Snapshot
Online Safety
This lesson gives teachers a structured way to introduce practical online safety steps pupils can use in real situations. Feedback: 4.2/5 average rating from 277 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Practising how to block, report and stay persistent when something online feels wrong
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise situations online where blocking or reporting may be needed
recognise hurtful behaviour online, such as unkind comments or being left out
recognise that a single hurtful online action can still cause harm
Understand
understand how blocking and reporting tools work and why they are useful
understand why staying persistent matters if a problem does not stop after one attempt
understand that hurtful online behaviour should be shared with a trusted adult
Practise
practise deciding when to block or report unwanted contact
practise simple language for describing an online problem to a trusted adult
practise steps for staying safe if a first attempt to block or report does not work
Who this lesson is for?
This lesson is designed for Year 5 and Year 6 pupils who are building independence online and need practical, repeatable steps for staying safe. It suits pupils who already understand basic online safety ideas and are ready to practise more specific actions, such as blocking and reporting.
It is suitable for:
primary PSHE lessons
relationships education and online safety learning
pastoral care, circle time or form time
digital literacy and online behaviour teaching
wider online safety or anti-bullying work
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing online safety Use when pupils need simple, practical language for blocking, reporting and staying persistent online.
Building digital literacy skills Use when reinforcing safe, sensible online behaviour as part of wider digital literacy teaching.
Reinforcing class expectations Use when revisiting respectful online communication and agreed classroom expectations.
Practising safe responses Use when pupils are learning how to respond calmly online rather than reacting or retaliating.
Building help-seeking confidence Use when pupils need to understand when and how to tell a trusted adult about an online problem.
Supporting pupils after online concerns Use to support structured discussion after pupils raise questions about unwanted contact or hurtful online behaviour.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils are spending more time online in games, chats and social spaces, and they need clear, practical steps for keeping themselves safe rather than simply being told to be careful. Knowing how to block, report and stay persistent gives pupils a sense of control when something online does not feel right. It also helps them understand that one hurtful comment or action can matter, even if it does not happen again. This lesson supports a safer online culture by helping pupils understand that speaking to a trusted adult is a sensible, responsible step, not something to avoid or feel embarrassed about.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Digital resilience Pupils learn to try again if blocking or reporting does not solve a problem straight away.
Self-protection Pupils practise using blocking and reporting tools to manage unwanted contact.
Empathy Pupils consider how hurtful online behaviour can affect someone.
Critical thinking Pupils think through when and how to respond to an online problem.
Help-seeking Pupils learn when and how to tell a trusted adult about an online concern.
Confidence Pupils build confidence in managing their own online safety.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share stories about other people
Frame discussion around general online scenarios rather than personal experiences
Make clear the lesson is about learning practical steps, not blaming anyone
Identify trusted adults pupils can speak to at school about online concerns
During delivery
Use everyday examples such as unwanted messages, unkind comments or being left out of an online group
Give pupils time to practise the language they might use to describe an online problem
Reinforce that pupils do not need to manage unsafe situations alone
Allow pupils to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Reinforce that asking for help is a sensible, responsible step
Explain that hurtful or unsafe online behaviour should be shared with a trusted adult
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
Adaptation options
Use paired discussion for confident groups
Use written reflection for quieter pupils
Spend more time on reporting tools if pupils need more support with the practical steps
